Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.1 Emerging Exploring
Models and Models fair and respectful
communicates behavior. Demonstrates
expectations for fair and commitment to fairness
respectful behavior to and respect in
support social communications with
development. students about language
and behavior.
Promoting social Seeks to understand
Development and cultural perceptions of
responsibility within caring community.
a caring community
where each student Some students share in Students participate in
is treated fairly and responsibility for the occasional community
respectfully classroom community. building activities,
designed to promote
caring, fairness, and
respect.7/16/21
Some students are very
receptive to
learning/practicing skills
related to community
building, but I find it hard
to engage the entire class
on such topics.7/16/21
Evidence
Applying
Reinforces positive,
responsible, and respectful
student interactions.
Assists students to resolve
conflicts.
Incorporates cultural
awareness to develop a
positive classroom climate.
7/16/21
Students demonstrate
efforts to be positive,
accepting, and respectful
of differences. 12/7/21
I have become very good
at having conversations
about cultural differences
and conflict
resolution/avoidance, but
i’d like to foster a deeper
understanding for
responsibility/expectation
among students. 7/16/21
Students contribute more
to to the classroom
environment, helping
make it feel like their own
space. 12/7/21
Integrating Innovating
Develops shared Facilitates student self-
responsibility with reflection and ongoing
students for resolving improvement of the caring
conflict and creating and community based on
maintaining a caring respect, fairness, and the
classroom community.   value of all members.
Supports students in
taking leadership in
developing a caring
community that is Students take leadership
responsive to the diverse in resolving conflict and
cultural norms of creating a fair and
identities of all students. respectful classroom
12/7/215/4/22 community where
student’s home culture is
Students take included and valued.
responsibility for Students communicate
resolving conflicts and with empathy and
maintaining a caring understanding in
classroom community. interactions with one
Students promote respect another.
and appreciation for
differences.
Building relationships
with students to help
create a classroom
community that cares for
each other and wants to
help resolve conflict.
12/7/21
As the year has gone by, I
have slowly given students
more responsibility in the
classroom, which in turn
has lead to a better sense
of community from
students. 5/4/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.2 Emerging Exploring Applying Integrating Innovating
Is aware of the Experiments with and/or Develops physical Maintains physical Adapts physical and/or
importance of the virtual learning environments that reflect environments that reflect environments flexibly to
physical and/or virtual environments that student diversity and student diversity and facilitate access to a wide
learning environments support student learning. provide a range of provides a broad range of range of resources that
that support student resources for learning. resources, displays, and engage students in
learning. artifacts that are current learning. Ensures that
Structures for interaction Utilizes a variety of and integral to environments enhance
Is aware that structured are taught in single structures for interaction instruction. 7/16/21 learning and reflect
interaction between lessons or sequence of during learning activities 12/7/21 diversity within and
Creating physical or students can support lessons to support that ensures a focus on beyond the classroom.
virtual learning learning. student learning. 7/16/21 and completion of Integrates a variety of 5/4/22
environments that learning tasks. 12/7/21 structures for interaction
promote student that engage students Selects from a repertoire
learning, reflect constructively and of structures for
diversity, and Students use resources productively in learning. interaction to ensure
encourage provided in learning accelerated learning for
constructive and Some students use environments and Students use a variety of the full range of students.
productive available resources in interact with each other resources in learning Students routinely use a 5/4/22
interactions among learning environments to understand and environments and range of resources in
students during instruction. complete learning tasks in interact in ways that learning environments Students participate in
single lessons or sequence deepen their that relate to and enhance monitoring and changing
of lessons. understanding of the instruction and reflect the design of learning
content and develop their diversity. environments and
constructive social and Students share in structures for
academic interactions. monitoring and interactions.
assessment of
interactions to improve
effectiveness and develop
a positive culture for
learning. 5/4/22
Students work together Students are engaged I have a wide arrange of Offering a wider range of
on labs and some projects, through many different technology, lab assignments (often in teh
but practices are not practices to keep them equipment, and demo form of accelerated
always consistent focused and on task. tools at my learning or extra credit)
between assignments. 12/7/21 disposal.7/16/21 has been great for
7/16/21 challenging students, but I
Evidence Students become have also adapted things
proficient with labs tools for students who struggle
and group activities that reading in English or
increase learning and students who need help
positive interactions. with reading
7/16/21 comprehension. 5/4/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Students continue to use a
wide array of lab skills
and equipment 12/7/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.3 Emerging Exploring Applying Integrating Innovating
Adheres to policies and Recognizes and addresses Anticipates and reduces Integrates support for Shares responsibility with
laws regarding safety that safety issues regarding risks to physical, students to take risks and the students for the
are required by the site, materials, student intellectual, and offer respectful opinions establishment and
district, and state. interactions, and the emotional safety using about divergent maintenance of a safe
Responds to behaviors organization of the multiple strategies that viewpoints. physical, intellectual, and
that impact student safety learning environments. include examining biases emotional environment
as they arise. in the learning focused on high quality
environment and and rigorous learning.
curriculum. Engages in reflection on 7/16/21 12/7/215/4/22
Establishing and
Explores strategies to their own language and
maintaining learning
establish intellectual and Models and provides behavior that contributes
environments that
emotional safety in the instruction on skills that to intellectual and
are physically,
classroom. develop resiliency and emotional safety in the
intellectually, and
support intellectual and classroom.
emotionally safe
emotional safety.
Students are aware of Students demonstrate
required safety Students follow teacher Students develop and resilience in perseverance
procedures and the guidance regarding Students take risks, offer practice resiliency skills for academic
school and classroom potential safety issues for opinions, and share and strategies to strive for achievement.
rational for maintaining self or others. alternative perspectives academic achievement, Students maintain
safety. and establish intellectual intellectual and emotional
and emotional safety in safety for themselves and
the classroom. 12/7/21 others in the classroom.
5/4/22
Class-wide discussions I meet with other As the year goes on,
and debates help facilitate teachers often where we students become well
this, but I’d like to expand discuss how to properly aware of class
it further. 7/16/21 engage specific discussion expectations around
topics.7/16/21 safety in labs, which
extends to positive
By engaging in more interactions and well
academic and personal being of peers. 7/16/21
Evidence conversations, students
have become more willing Students are still
to share.12/7/21 respectful of the class
space and each other.
Students have been 12/7/21
sharing at the same level. Students still have respect
5/4/22 for each other 5/4/22
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Element 2.4 Emerging Exploring
Focuses the rigor of the Strives for a rigorous
learning environment on learning environment
accuracy of answers and that includes accuracy,
completion of learning understanding, and the
tasks. importance of meeting
Is aware of the targeted learning goals.
importance of Works to maintain high
maintaining high expectations for students
Creating a rigorous
expectations for students. while becoming aware of
learning
achievement patterns for
environment with
individuals and groups of
high expectations
students. 7/16/21
and appropriate
12/7/21
support for all
students
Some students ask for
teacher support to Some individuals and
understand or complete groups of students work
learning tasks. with the teacher to
support accuracy and
comprehension in their
learning.
students are aware of
goals through specific
learning goals on
labs/projects/etc. Have
class-wide debrief on
significant assignments to
gauge meeting this goal.
7/16/21
Evidence I feel like my expectations
for work are not as high
as they should be, and I
need to improve this.
12/7/21
Applying Integrating Innovating
Develops a rigorous Integrates rigor Facilitates a rigorous
learning environment throughout the learning learning environment in
that includes accuracy, environment that values which students take
analysis, problem solving, accuracy, analysis, and leadership in learning.
and appropriate levels of critical reading, writing Fosters extended studies,
challenge. and thinking. research, analysis and
Holds high expectations Integrates strategic purposeful use of
for students. Has an scaffolds and technologies learning.
understanding of throughout instruction Supports students to
achievement patterns, that support the full range utilize an extensive
and uses scaffolds to of learners in meeting repertoire of
address achievement high expectations for differentiated strategies
gaps. achievement. to meet high expectations.
5/4/22
Students engage in a Students actively use
variety of differentiated supports and challenges Students take
supports and challenges to complete critical responsibility to fully
in ways that promote reading, writing, higher utilize teacher and peer
their accuracy, analysis, order thinking, and support, to achieve
and problem solving in problem solving across consistently high levels of
learning. 7/16/21 subject matter. 5/4/22 factual and analytical
learning.
Through lab work, After offering After offering a wider
students explore a wide assignments with wider range of challenges for
range of challenges ranges of challenge level, students, I have had a lot
related to problem students have been more more students who are
solving, building, and actively completing them willing to try new things
explaining phenomena. to challenge their in and out of the
7/16/21 learning 5/4/22 classroom. Expanding my
teaching strategies has
Students need to be been key to this. 5/4/22
challenged more. I need
to improve the academic
rigor of my classes.
12/7/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning

Element 2.5 Emerging Exploring Applying Integrating Innovating

Establishes expectations, Develops expectations Uses multiple strategies Integrates equitable Facilitates a positive
rules, and consequences with some student including culturally expectations, positive environment using
for individual and group involvement. responsive instruction to supports, and systems that ensure
behavior. Communicates, models develop and maintain consequences for students take an active
and explains expectations high standards for individual and group role in monitoring and
for individual and group individual and group behavior within and maintaining high
behavior. 7/16/21 behavior. 12/7/21 across learning activities. standards for individual
5/4/22 and group behaviors.
Developing, Refers to standards for Reviews standards for Utilizes routine
communicating, and behavior and applies behavior with students in references to standards Guides and supports
maintaining consequences as needed. single lessons or for behavior prior and students to self-assess,
high standards for sequence of lessons in during individual and monitor, and set goals for
individual and group anticipation of need for group work. 7/16/21 individual and group
behavior reinforcement. 12/7/21 behavior and
participation.
Students are aware of Students know Students demonstrate
classroom rules and expectations for behavior Students follow behavior Students respond to positive behavior,
consequences. and consequences and expectations, accept individual and group consistent participation
respond to guidance in consequences and behaviors and encourage and are valued for their
following them. increase positive and support each other to unique identities. 5/4/22
behaviors. 7/16/21 make improvements.
12/7/21
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Class-wide expectations Gives students many After learning new Student participation has
are laid out in syllabus opportunities to strategies for inclusion increased remarkably
early in the year, I showcase skills to the and equity, it has over the past few months
demonstrate them and class (PBIS). 7/16/21 improved the classroom because of classroom
reward positive environment. 5/4/22 management changes.
communication. 7/16/21 As year progresses, few 5/4/22
students break rules, and
usually
accept/understand
Evidence applicable punishments.
7/16/21

Through culturally
relevant lessons and
strategies, students are
better at communicating
and working together.
12/7/21

Element 2.6 Emerging Exploring Applying Integrating Innovating

Establishes procedures, Develops routines, Maintains regular use of Engages students in Facilitates student
routines or norms for procedures, and norms in routines and procedures monitoring and reflecting participating in
single lessons to support single lessons or that are culturally on routines, procedures, developing, monitoring,
student learning. sequence of lessons with responsive and engage and norms in ways that and adjusting routines
some student students in the are culturally responsive. and procedures focuses
involvement. development and Maintains a quality on maximizing learning.
monitoring of norms. learning climate that Classroom climate
Employing classroom 7/16/21 builds on student integrates school
routines, procedures, strengths. 5/4/22 standards and culturally
norms, and supports Seeks to promote positive relevant norms.
for positive behavior Responds to disruptive behaviors and responds Provides positive Promotes positive
to ensure a climate in behavior. to disruptive behavior. behavior supports. behaviors and Promotes positive
which all students Responds appropriately consistently prevents or behaviors and establishes
can learn to behaviors in ways that refocuses behaviors preventions and a
lessen disruptions to the disruptive to the learning positive classroom
learning climate. climate. 5/4/22 climate that eliminates
Students participate in most disruptive behavior.
routines, procedures, and
norms and receive
Students are aware of Students receive reinforcement for positive
procedures, routines, and correction for behavior behaviors. 7/16/21 Students are involved in Students share
classroom norms. that interferes with assessment and responsibility with
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Evidence
Element 2.7 Emerging
Paces instruction based
on curriculum guidelines.
Develops awareness of
how transitions and
classroom management
impact pacing and
lessons.
Using instructional
time to optimize
Some students complete
learning
learning activities in time
allotted.
learning, and positive
reinforcement in
following routines,
procedures, and norms.
7/16/21
Students (and sometimes
parents) are spoken to
when the need arises.
PBIS strategies are
applied. 7/16/21
Exploring
Paces instruction with
some consideration of
lesson type, adjustments
for sufficient student
work time and transitions
to optimize learning.
7/16/21
Students complete
learning activities and, as
needed, may receive some
adjustments of time
allotted for tasks or
expectations for
completion. 7/16/21
Students receive timely monitoring of routines, teachers for managing
and effective feedback procedures, and norms in and maintaining a
and consequences for ways that improve the positive classroom
behaviors that interfere learning climate. 5/4/22 climate that promotes
with learning. 12/7/21 learning.
Class culture is overall By holding students more
very positive, with accountable, with things
students engaging in the like more understandable
majority of lessons. and equitable classroom
Students openly discuss norms, the class is a much
lab protocols and class more positive
discussion protocols place.5/4/22
often, but aren’t always
practiced. 7/16/21 Students hold themselves
more accountable thanks
Students are better to better understood
counseled about why rules and boundaries.
behaviors are 5/4/22
inappropriate and their
consequences. 12/7/21
Applying Integrating Innovating
Paces instruction with Paces instruction to Paces, adjusts, and fluidly
students to provide include ongoing facilitates instruction and
adequate time for assessment of student daily activities.
instruction, checking for learning. Supports
understanding, students in the
completion of learning monitoring of
activities and closure. instructional time.
12/7/21
Students use their Students monitor their
Students participate in instructional time to own time, are engaged in
and complete a variety of engage in and complete accomplishing learning
learning activities in the learning activities and are goals, and participate in
time allotted with options prepared for the next reflection,
for extension and review. sequence of instruction. self-assessment, and goal
12/7/21 5/4/22 setting.
Standard 2 CSTP: Creating and Maintaining Effective Environments for Student Learning
Lessons are paced out, Student instruction A better paced unit
but timing is often poor, and timing is more plan made by my
with more time than
anticipated being needed
centered on colleagues and I has
to go over background assessment-based led to an easier to
knowledge and data, to make sure monitoring progress
scaffolding before getting lesson info is and places where
to practicing a skill. properly paced. students need more
7/16/21 12/7/21 support. 5/4/22
Students are active in the
Evidence classroom. 5/4/22